Youth Staff Training Program i Module 14: Programming - Part I€¦ · B. Life Skills, Citizenship...

Youth Staff Training Program i Module 14: Programming - Part I

Youth Staff Training Program ii Module 14: Programming - Part I

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Module 14: Programming - Part I

Content Guide

_______________ Youth Staff

Training Program

Youth Staff Training Program iii Module 14: Programming - Part I


Youth Staff Training Program iv Module 14: Programming - Part I

Acknowledgments The Youth Staff Training Program is a series of self-study training modules that form the core of the Navy Foundation Training Program for Program Assistants working with youth in sixth – twelfth grades. The competency-based training modules equip Program Assistants with the skills and knowledge necessary to be successful working with youth and include real-life situations faced by middle school and teen youth every day. To promote training consistency across Child and Youth Programs (CYP), the module format and selected activities and content are patterned after similar series of training modules developed by Teaching Strategies Inc. used by military School-Age Care (SAC), Child Development Center (CDC), and Child Development Home (CDH) Programs. We thank Teaching Strategies, Inc. for laying the groundwork and developing a self-study training format that supports Navy staff working across child and youth program areas. We also thank the Council for Professional Recognition whose “Functional Areas” form the basis of the “core competencies” for youth staff. Many people contributed to the concept, writing, and overall development of this training program. First, we would like to thank M.-A. Lucas, Director of Army Child and Youth Services, who recognized the impact staff have on the lives of military middle-school and teen youth and identified the need for quality training in the youth program. Special thanks to Mary Ellen Pratt, Chief of Army Child Development Programs / CYS Training Programs, Army Youth Modules Project Manager, for her guidance and direction throughout the development of the modules. We also want to recognize Roxanne Spillet, President Boys and Girls Clubs of America (BGCA) and Sarah Berry-Rabun, BGCA Youth Modules Project Manager, for their collaborative support on this project. In addition, we are appreciative of the encouragement and assistance provided by Kevin Montgomery, Chief of Army Youth Programs, for the development of The Youth Staff Training Program. Project content primary authors / editors: Karen Shannon, BGCA Consultant Chris Corrado, BGCA Director of Training & Professional Development

Donna M. McGrath, Army Youth Sports & Fitness Program Manager (Project Lead) Deb Marple, Army 4-H Coordinator, 4-H/Army Youth Development Project

In addition, the following served as primary authors for specific modules: Derry G. Koralek, DGK Associates (Safe) and, from the USDA/ Army Youth Development Project - Marcia McFarland (Professionalism), Dr. Jacqueline Scott (Social and Cultural; Guidance; Families, Communities and Schools) and Dr. Angela Huebner (Guidance). Content on Character Counts! and the Six Pillars of CharacterSM

1 was provided throughout the modules by Mary Jo Williams, Character Education Specialist, 4-H/Army Youth Development Project. Other contributing authors include: from Army CYS Headquarters – Nancy Campbell, Linda Harwanko, Maria Lopez Henderson, Kevin Montgomery and Mary Ellen Pratt, and from the USDA/Army Youth Development Project – Courtney Gaskins and Marianne Reynolds. We would also like to thank Army CYS Headquarters staff Virginia Brown, Nora Clouse, Bea Curl and Ingrid Osewalt for reviewing and providing feedback on the modules. This training program will allow staff to expand their knowledge about middle school and teen youth and their interests, challenges and overall development. Through the completion of the modules, staff will also have the opportunity to build skills in programming, communicating with youth and helping youth to grow and develop into productive citizens and leaders in their communities. Copyright 2006 AMWRF. All rights reserved. Photocopying or reproduction strictly prohibited except within the Department of Defense. 1 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org.

Youth Staff Training Program v Module 14: Programming - Part I

http://www.charactercounts.org/


Youth Staff Training Program vi Module 14: Programming - Part I

Programming Part I

Welcome to Module 14: Programming, Part I. Every Youth Center strives to achieve a balanced and enriched program that will attract youth. This guide explains the program structure that is in place in every Youth Center, regardless of its size or location. It will help you develop programs that fit this framework and interest youth. The Table of Contents provides an overview of what you’ll be covering. Throughout this Content Guide, you’ll be directed to the companion Skill Building Journal. This journal contains a module checklist for you use to chart your progress, a pre-training assessment and worksheets for each of the activities in this guide. Together, the Content Guide and Skill Building Journal will help you identify opportunities for growth and put your new ideas into practice. After you move through this Content Guide and Skill Building Journal, your final step will be to complete this module’s knowledge and competency assessments. When you have finished this module, let your trainer know you are ready to schedule them. After you have successfully completed these assessments, you will be ready to begin a new module. Section Page 14-I.1 Introduction 1

Overview 1 Take a Closer Look 6 Self-Reflection 13

14-I.2 Pre-Training Assessment 14

14-I.3 Learning Activities 15 A. Sports, Fitness and Health Options 16 B. Life Skills, Citizenship and Leadership Opportunities 18 C. Arts, Recreation and Leisure Activities 20 D. Academic Support, Mentoring and Intervention Services 22 Summarizing Your Progress 24

Youth Staff Training Program vii Module 14: Programming - Part I

Table of Contents

Youth Staff Training Program viii Module 14: Programming - Part I

Section Page 14-I.4 Resources 25

Four Service Areas 26 Partnerships 27

14. Programming Part I

14-I.1 Introduction

Program Assistants demonstrate their understanding of the Youth Program Framework by: • knowing and understanding the Four Service Areas; • identifying the Baseline Programming requirements within each of the Four Service Areas; and • identifying the other kinds of programs that can be offered within each of the Four Service Areas.

Overview

Imagine that you are a young person walking through the doors of a Youth Center. Your family has just relocated to a new community. You miss your old friends and the Youth Center you left behind. You aren’t sure what to expect. But when you walk in, you see that things aren’t so different at all. You find a Youth Tech Lab and a Homework Center. There’s a basketball clinic going on in the gym. You see other young people playing games in the games area. On the wall there are announcements for Youth Council meetings – just like at your old Youth Center. At the same time, though, there are activities you’ve never taken part in before. There are origami art and aerobics classes taught by volunteers, and along with offering computers for research, the Youth Tech Lab offers a digital photography class. There are so many options; you can’t wait to get involved! To the young people taking part in Youth Center programs, the many available activities just look like fun. But they have actually been carefully designed to fit within a well-rounded program framework. This framework helps youth grow and develop skills they’ll use for a lifetime. Why is such a framework in place at each Youth Center? What is Baseline Programming? Why might additional programs be offered? That’s what you will explore in this module. In years past, Youth Center programs revolved around team sports and recreation. These activities helped adolescents learn about fair play, leadership and just having fun while building skills. They also did a great job of attracting adolescents to the Center. But something was missing. What about those youth not very interested in sports? And what about young people’s broader needs? What kinds of programs would offer other life skills that youth need to be successful? To address these issues, an expanded program framework was created to offer a more balanced and enriching experience for young people. This is a framework that supports both their developmental and educational needs. This broad framework is where you come in as a Program Assistant. Youth arrive at the Youth Center with lots of different interests. It’s your job to encourage those interests. At the same time, you help them develop new interests. You also help create an environment where youth feel comfortable and safe trying new things – all while having a good time. As you work with youth, you’ll find that their interests and experiences will vary widely. Some youth have many interests. These youth will be eager to explore new programs in the Center. Others may not have many interests. Often these youth have simply had few opportunities to try new things in the past. Other youth may not have received support in the past when they took a risk and tried something new. As a result, they may be more reluctant to expand their interests now.

Youth Staff Training Program 1 Module 14: Programming - Part I

Overview


Your goal is to encourage all youth, regardless of their current interests and past experiences, to try new programs and activities. Doing so helps them discover activities that they find fun and exciting, that they are good at, and that increase their knowledge and skills in other areas. But how do you direct them to new activities? Where do you begin? That’s easy. Turn to the Program Framework! To ensure that Youth Programs address the interests and developmental and educational needs of young people, the Navy has identified Four Service Areas. Every youth program is built around these areas. They are:

Sports, Fitness and Health Options;

Life Skills, Citizenship and Leadership Opportunities;

Arts, Recreation and Leisure Activities; and

Academic Support, Mentoring and Intervention Services.

These Four Service Areas are broad categories through which programming and activities are developed in Youth Centers worldwide. Why insist on these categories? It’s simple. By requiring programming in these areas, the Navy ensures that all youth receive the same well-rounded program line-up. If you look at a program calendar, you will find activities, field trips, small group clubs and classes that fit within these Four Service Areas, and the type of programming opportunities available in each area. Imagine if each group of Youth Center staff were responsible for designing all its own programming.

Imagine that the only requirement was to address the general categories of sports, fitness and health; life skills, citizenship and leadership; arts, recreation and leisure; and academic support, mentoring and intervention. What do you think might happen? Staff might develop a great program line-up, but no two would look anything alike. What would happen when a youth relocated to a new community? In addition to adjusting to a new location and school, that youth would have to adjust to all new programming. That wouldn’t do much to help that youth’s transition!

For this reason, you will find one or more Baseline Programming requirements in each of the Four Service Areas. What is Baseline Programming? It’s the specific programming focus that all Navy installations must offer within specific Service Areas. For example, in the Sports, Fitness and Health Options Service Area, a youth program must offer individual/group sports and fitness activities as its Baseline Programming. In all, there are nine Baseline Programming requirements that must be offered within the Four Service Areas (the asterisks below indicate Baseline Programming):

Sports, Fitness and Health Options *Individual/Group Sports and Fitness Activities

Life Skills, Citizenship and Leadership Opportunities *Youth Councils *Youth Sponsorship *Volunteer Community Service *Workforce Preparation *Youth Technology Labs *Character Education

Knowing and understanding the Four Service Areas.

Identifying the Baseline Programming requirements within each of the Four Service Areas.

Overview

Youth Staff Training Program 3 Module 14: Programming, Part I

Arts, Recreation and Leisure Activities *Games and Leisure Activities (Open Recreation)

Academic Support, Mentoring and Intervention Services *Homework Centers

All Navy Installations have these nine Baseline Programming requirements in place. They ensure program quality, availability, affordability and predictability. No matter where a family is stationed, parents can depend upon their children and youth receiving the same great programs from the Four Service Areas and the nine Baseline Programming components. As you think about these required programming elements, don’t make the mistake of confusing “consistent” and “predictable” with “boring.” There are many creative and exciting ways for Youth Staff to meet these requirements. Within the required Baseline Programming for Academic Support, Mentoring and Intervention Services, for example, all programs must offer a Homework Center. However, one site may also provide SAT study groups to college-bound seniors. Another may have extensive tutoring programs led by volunteer staff or local college students. Both these programs meet the requirements. At the same time, they serve the unique needs and interests of the youth in their communities.

While every Youth Center offers a consistent program experience through its required Baseline Programming in each of the Four Service Areas, the approach is anything but cookie-cutter. Along with required programming, Youth Staff can offer their own unique programming. Additional programs are scheduled based on the interests and needs of participating youth. For this reason, they vary from installation to installation. A staff’s size and skills, the youth’s interests and available community resources influence programs. With all these factors, the possibilities are endless.

Take a look at some suggested additional programs:

Sports, Fitness and Health Options Teams Lessons Skill Building Clinics Nutrition Counseling Health Liaison Services “Pick Up” Sports Special Olympics Tournaments Non-competitive Physical Activities Intramurals

Life Skills, Citizenship and Leadership Opportunities Teen Discovery/Forums Civic Experiences Life Skill Workshops and Classes Youth Exchange Programs Youth Entrepreneur “Businesses”

Identifying the other kinds of programs that can be offered within each of the Four Service Areas.

Overview


Arts, Recreation and Leisure Activities Skill Building Classes Educational Tours Individual and Group Lessons Specialty Camps Recreational Trips Social Events Competitions Cultural Arts Cyber Cafes Snack Bars

Academic Support, Mentoring and Intervention Services Home Alone Skills Mentoring and Tutoring Programs Conflict Resolution Skills Peer Mediation/Juvenile Review Board Educational Opportunities Health & Counseling Liaison Services Parent & Youth Activities Community Liaison and Outreach Substance Abuse Prevention Education Child Abuse Protection Partnerships with Schools

You can see the diversity in programming that is possible. All it takes is combining the required Baseline Programming with additional programs! By taking youth’s interests and needs into account when customizing program options, you’ll be sure to create a winning combination at your Youth Center. Child and Youth Programs (CYP) partnerships The Navy has developed great partnerships with 4-H and Boys & Girls Clubs of America. Each of these partners has programs and resources available for your use. These resources can help you enhance and strengthen the programs that should be offered in a Youth Center. For example, a youth program must offer programming for Youth Council. 4-H has citizenship and leadership programs, and Boys & Girls Clubs of America offers Keystone and Torch Club leadership programs. All can be used to strengthen Youth Council programming. In many areas, Youth Center staff can take programs that are available, already written and proven to work well with youth and use them to help fulfill program requirements. Let’s take a look at the Youth Technology Lab Baseline Programming requirement. Here, too, CYP partnerships support programs and activities that will attract youth to the Youth Tech Lab. For example, 4-H has a Technology Project and Technology Groups. Boys & Girls Clubs of America and 4-H are not the only partners offering useful resources. Other partners offer services that help Youth Centers run effectively and safely. One such partner is National Alliance for Youth Sports (NAYS). This Navy partner provides certification of coaches before each sport season begins. Another important partner is CHARACTER COUNTS!1 CYS has teamed with 1 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org.


Overview


CHARACTER COUNTS! to provide quality character education and instill character across all Four Service Areas. As you can see, these partnerships are invaluable resources for youth programs. Section 14-I.4 contains an overview of the Navy Youth Program Framework and a listing of partnership programs. Use this as an easy reference tool. As you learn more about your job as a Program Assistant, you will come to realize the importance of a Program Framework. You’ll understand why structuring programs this way is important in an effective youth program. You’ll also come to realize how important you are to the youth that come through the Youth Center doors and to the daily program operation in the Center. In addition to understanding the Program Framework, one of your roles is to provide adequate resources for youth to enjoy the programs. You’ll work with other staff to make sure that supplies, materials and equipment are available in sufficient quantity for the number of youth in the program and their various skill levels. Cultural sensitivity is also important. The Social and Cultural module will help you understand this concept and how to apply it to programming. Later in the Target Level of your training program, the Programming, Part II module will discuss how to plan programs across the Four Service Areas. The Program Management module will explain how to work as a team with your co-workers and focus on administrative policies and procedures. Now you are ready to take a closer look at how programming links to your role as a Program Assistant.

Take a Closer Look


Take a Closer Look Now you have a broad overview of the Youth Program Framework. On the following pages, you’ll find situations you might encounter on the job. As you read each example, think about how the Youth Program Framework is important to you as a Program Assistant. The examples are designed to help you understand the Four Service Areas and identify Baseline Programming and other kinds of programs that can be offered within each of the Four Service Areas. After you read each example, you will be directed to your Skill Building Journal to answer questions. Example 1 Understanding and explaining the Youth Program Framework.

1. Knowing and understanding the Four Service Areas.

During a staff meeting at the Youth Center, Ms. Sally says she has noticed that each time Juan (11) comes to the Youth Center he only participates in basketball activities. On the days that the Center doesn’t offer basketball, Juan rarely shows up. When he does, he complains about the lack of basketball programs. He says the Center is “boring.” Ms. Tineka, the Youth Center Facility Director, addresses this issue with the staff. “Maybe we aren’t promoting our programs enough,” she says. “Perhaps our youth aren’t aware of all the program opportunities.” Mr. Wayne says, “I don’t know about that. Look at the posters on the bulletin board. We post the Service Areas and programs. We offer the Baseline Programming categories. Plus there are lots of other programs. We’ve got dance, nutrition counseling, chef’s group club and conflict resolution. And that’s just naming a few! There are plenty of things youth are interested in here.” “You’re right, Mr. Wayne. We’ve got lots of programs scheduled. But, that may not be enough,” Ms. Tineka responds. “Maybe we aren’t helping kids see what other programs are available. Let’s try to promote all the options we offer when we talk to youth. Our goal’s to encourage them to participate and explore other interests and activities. We need to really listen to them and see what gets them charged up.” Ms. Tineka goes on, “This is also a chance for us to continue talking about and encouraging good character. It’s important for the youth to recognize that not everyone likes the same activities. They need to be respectful of those differences.” Ms. Sally says, “Since I’m new here, I’m still learning the ropes. I’m not very familiar with all the Service Areas yet or all the programming. Knowing more might help me get Juan interested.” “Good point,” Ms. Tineka replies. “Let’s review the Four Service Areas and the Baseline Programming requirements that we offer.” Ms. Tineka reviews them with her staff. The next day, Ms. Sally approaches Juan to encourage him to participate in a program in another Service Area. She thinks she can help Juan explore other activities that he might not have considered before. “Hi, Juan. How’re you doing? I’m glad you come to the Youth Center, but I

Take a Closer Look


noticed that you only participate when we offer basketball. I’d like to see you here more often. There are a lot of other fun activities you can get involved in. You might find them interesting.” “Those other programs are boring, Ms. Sally. I like basketball. I’m not interested in anything else,” replies Juan. “Well, what is it about basketball that you enjoy?” Ms. Sally asks Juan. Juan thinks for a moment. He replies, “Well, let me see. I like being part of a team. Plus I like being with the guys.” “So, what you’re saying is you enjoy the team aspect of the sport. Did you know there are actually a lot of different kinds of skills that go into being a good team player?” says Ms. Sally. Juan replies, “I know how to shoot baskets. What other skills are you talking about?” Ms. Sally tells Juan some of her ideas. “Say you want to tell someone how to make a basket. Or maybe you need to describe the rules of the game to someone who’s never played. You’d have to have good communication skills. Or maybe you have ideas for some great strategy for the next game. You’d need to have good leadership skills, wouldn’t you? That way the team would respect and listen to your ideas.” Juan hesitates for a moment. Then he says, “OK, I think I see what you mean. But what at the Youth Center would teach me those things? How do I get communication and leadership skills?” “Well, we have Life Skills, Citizenship and Leadership programs. One of them is the Torch Club. It’s a leadership program for your age group. They plan activities, assist in community projects and learn how to practice leadership and teambuilding. These are skills that could help you be a better team player. We also have a 4-H Club. It has a Citizenship/Community Service Project you might be interested in. All these programs, as part of our Youth Council, help with leadership and communication skill building.” “Really?” Juan begins to show some interest. “Tell me more!” “They meet twice a week. I think the Torch Club’s next meeting’s going to be on Friday. Mr. Frank’s the group advisor. I can talk to him about getting you involved in the Torch Club if you’d like. You can also see what community service projects the 4-H Club is doing this year. What do you think?” Ms. Sally asks. “Sure,” Juan replies. “I think I’ll check this Torch Club out. I might want to help with a community service project too.” “Why don’t you attend the meeting on Friday? You can learn more about the Torch Club. Then you can decide if it’s something you would like to get involved in. I’ll let you know when the 4-H Citizenship Group is meeting.” “Great!” Juan says. “Thanks, Ms. Sally. I’ll see you on Friday!”

Take a Closer Look


Go to the Skill Building Journal and answer the questions for Example 1 in Section 14-I.1, Take a Closer Look. When you are finished, return to this guide and continue on with Example 2.

What’s next?

Take a Closer Look


Example 2 Understanding and explaining the Youth Program Framework.

2. Identifying the Baseline Programming requirements within each of the Four Service Areas.

During a staff meeting, the Youth Center Facility Director, Mr. Robert, decides to review the Program Framework. He wants to ensure that Child and Youth Programs are implementing the Four Service Areas into the yearly program as required. He also wants to be sure these programs contain Baseline Programming requirements. “Good morning, everyone. It’s time to start planning for the upcoming year. I want to make sure that we’re offering a variety of programs for all youth. It’s also important that we’re implementing programming in all Four Service Areas. Plus, we need to be sure we are meeting all nine Baseline Programming requirements. Let’s begin. Can anyone tell me what the Four Service Areas are?” “I can! They’re Sports, Fitness and Health Options; Life Skills, Citizenship and Leadership Opportunities; Arts, Recreation and Leisure Activities; and Academic Support, Mentoring and Intervention Services,” replies Ms. Valerie. “Great! I hope all of you remember these Four Service Areas,” says Mr. Robert. “It’s important that we plan programs, more specifically Baseline Programming, under each of the Four Service Areas for youth.” He goes on to explain, “Youth have a wide range of interests. Staff should help them expand their interests. This means we need to make sure youth are aware of activities they might find fun and exciting and that they will be good at doing. We also want to encourage them to learn new skills.” “OK, let’s talk about Baseline Programming. What do we currently offer under Sports, Fitness and Health Options?” Mr. Robert asks the group. “Golf Instruction, basketball and soccer,” replies Ms. Terri. “Good examples. What about Life Skills, Citizenship and Leadership?” “We have lots of leadership programs. There’s the Youth Council, which incorporates Keystone and Torch Clubs and the 4-H Community Club. We also have our Youth Technology Lab Programs which include the 4-H Youth Technology Project and a variety of career education programs,” replies Mr. Tim. “What about programs that fall under Arts, Recreation and Leisure Activities?” asks Mr. Robert. “We offer lots of different forms of art. We have photography programs with the 4-H Photography Project. We also have visual arts,” says Ms. Valerie. “But I still think we can offer more leisure type activities. Maybe we could have more theme parties, penny carnivals and on-the-spot fun games. I don’t think we’ve been offering enough of these activities.” “That’s true,” Ms. Terri adds. “I’ve heard youth asking when there’ll be a party.” “Great observation! Let’s keep this in mind when we’re planning our programs,” replies Mr. Robert.

Take a Closer Look


“What about the programs and services we’re offering under Academic Support, Mentoring and Intervention Services?” “Well, we’re offering homework assistance in the Homework Center along with an SAT study group. We’re also doing prevention programs. We have partnerships with the schools and the School Liaison Officer. Next season, we’ll be offering a community service project,” answers Mr. Tim. “Good. It’s important to utilize our partnerships in addition to the schools and MWR agencies,” says Mr. Robert. “Who are some of these program partners?” “We have partnerships with Boys & Girls Clubs of America and 4-H. We also partner with the National Alliance for Youth Sports (NAYS) for coaches certification before the sports seasons,” says Ms. Terri, “and CHARACTER COUNTS!2 is a part of all our CYP programs.” “These partners all provide great resources and allow for predictable programming for Navy youth.” “That’s right, Ms. Terri. It sounds like we have some great programming in each Service Area. We have our Baseline Programming requirements covered as well. Great job, everyone!” concludes Mr. Robert. “Our next step is to make sure these programs are being scheduled at the correct times. We need to make sure we don’t have competition between programs. We’ll work on that at our next meeting.”

2 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org

2 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org.

Go to the Skill Building Journal and answer the questions for Example 2 in Section 14-I.1, Take a Closer Look. When you are finished, return to this guide and continue on with Example 3.

What’s next?








Take a Closer Look


Example 3 Understanding and explaining the Youth Program Framework.

3. Identifying the other kinds of programs that can be offered within each of the Four Service Areas.

At a weekly staff meeting, each staff member is asked to think of programs outside Baseline Programming that could be implemented in their program areas. They are asked to be creative and to think about fun programs that will attract youth. “I’ve got an idea. I’ve been thinking of doing an obstacle course this month for Sports, Fitness and Health Options. What do you think? Would that be a fun activity?” asks Ms. Nicole. “I also conducted an interest assessment with the teens who hang out in the gym. They said they’d be interested in having an Olympics event with a Greek theme. I thought that sounded like fun.” “Wow, Nicole! Those programs sound great! Doing an interest assessment is a great idea for all of us. I think I’ll talk to some other youth in the Center. I’ll try to find out what their interests are and what programs they’d like to see in some of the other Service Areas. I’ll let you know what they come up with,” replies Mr. Kurt. Mr. Kurt posts a flyer and sign-up list on the bulletin board inviting youth to attend a meeting the following Tuesday. He focuses on inviting the youth that tend to hang around the art room, Youth Tech Lab and open recreation areas. On Tuesday, nine youth attend the meeting. They’re all excited about giving their input into programming for their age group. “I think we should have more weekend camping trips. Those are fun,” says Nell (12). “We haven’t gone on a camping trip in a long time.” “That is an excellent example of one of our Arts, Recreation and Leisure Activities programs, Nell. I will write that suggestion down. What about some fun programs for Academic Support, Mentoring or Intervention?” asks Mr. Kurt. “We haven’t had a Career Fair in a while. What if we had some kind of shadowing program for a career that we think we might be interested in?” asks Penny (13). “We could also research information in the Youth Tech Lab.” “Great suggestion, Penny! What about some suggestions for Life Skills, Citizenship and Leadership? We already have Torch and Keystone Clubs and the 4-H Citizenship Project. What other ideas do you have?” “What about some fun community service project? We could plan and lead it. Maybe a community clean-up or a visit to a senior citizen home?” suggests Dexter. “Super suggestion, Dexter!” Mr. Kurt continues the meeting. He gathers several creative program ideas under each of the Four Service Areas. He also makes some suggestions of his own. He gets the group’s reaction to ideas

Take a Closer Look


such as three-on-three basketball tournaments, a Junior Leaders program, trips and tours. He brings the information he gathers back to the next staff meeting. “How fantastic! Those are great ideas,” says Ms. Nicole. “And it was important that you asked the youth for their input. That’s the best way we can keep offering new and exciting programs for youth that they’ll be interested in!”

Go to the Skill Building Journal and answer the questions for Example 3 in Section 14-I.1, Take a Closer Look. When you are finished, return to this guide and continue on with Self-Reflection.

What’s next?

Self-Reflection


Self-Reflection Your own interests and skills When you were growing up, what were your favorite activities? Maybe you grew up playing baseball, taking pictures or reading. No matter what your personal hobby, someone somewhere introduced you to it and sparked your interest. It might have been a baseball player on TV. Perhaps your dad enjoyed taking pictures and showed you how. Maybe it was a grade school teacher who got you interested in going to the library. Whoever introduced you to that activity did more than show you a new way to have fun. They gave you the chance to learn lifelong skills. For example, baseball teaches teamwork and sportsmanship. Photography and all the choices related to lighting and subject matter help with the ability to make decisions. A love of mystery novels hones analytical skills. Regardless of the hobby or activity, all added to the lifelong skills you currently possess! As a Program Assistant, you now have the opportunity to give youth the same gift. And you can use the lifelong skills you received from your hobby to create meaningful program ideas for the youth in your Youth Center. Think back. When you were 14 or 15, what were you most interested in doing? Who exposed you to the activity or skill? Were you good at it? What do you wish you had been able to learn? These are some of the questions to think about as you assist with programs in the Youth Center. All planned programs allow youth to learn or expand upon a specific skill or knowledge. This is the reason for offering the activity. Without this, there would be little point in offering programs. The Center would simply be a youth sitting service. As you review the Four Service Areas and the kinds of activities you were interested in as a youth, think about how the skills you learned help you now as a Program Assistant.

What’s next? Go to the Skill Building Journal and answer the questions for Self-Reflection in Section 14-I.1. When you are finished, return to this guide and continue on with the Pre-Training Assessment.


Before you can move forward in any area of life, you need to know where you stand. How could you begin improving your knowledge about the Youth Program Framework without a clear sense of what you need to work on? To give you that sense of where you are now, the pre-training assessment will measure the knowledge and skill areas that you will be studying, and will help you pinpoint areas for improvement. Ultimately this assessment will help you develop a plan for your own skill development. Don’t worry – this assessment is not a test. It will not be graded or judged. Rather, it is a tool for you, an opportunity to identify knowledge and skill areas that you may want to improve. As you answer the questions, be thoughtful and honest with yourself. That’s the only way you can get a true picture of your needs and create a useful plan of action for your professional growth.

14-I.2 Pre-Training Assessment

What’s next? Go to the Skill Building Journal and complete the Pre-Training Assessment in Section 14-I.2. When you are finished, return to this guide and continue on with the Learning Activities.


Section Page

A. Sports, Fitness and Health Options 16

B. Life Skills, Citizenship and Leadership 18

C. Arts, Recreation and Leisure Activities 20

D. Academic Support, Mentoring and Intervention Services 22

Summarizing Your Progress 24

14-I.3 Learning Activities

Learning Activity A


A. Sports, Fitness and Health Options

In this activity, you will learn to:

Learning Activity

• identify programming that supports the Sports, Fitness and Health Options Service Area.

The Sports, Fitness and Health Options Service Area gives youth much more than a chance to play ball with friends. Youth are given the opportunity to participate in organized sports programs as an individual or team member. They are also able to develop or expand fitness and health skills. Why is this so critical? Young people need to take an active part in fitness activities in order to be healthy. Youth who develop healthy habits grow up to be healthy adults. This is why the life skills taught through the Sports, Fitness and Health Options Service Area are extremely important. Traditional team sports are an important part of youth programming. Team sports do more than teach youth how to play a game. Team sports also teach rules, respect, responsibility, trust and sportsmanship. So when you program Sports, Fitness and Health Options, you need to think about more than types of sports leagues and when to schedule practice times. You need to teach youth “the rules of the game.” Your youth program should provide a wide variety of sports, fitness and health experiences for all youth. Listed below are key points that Youth Center staff needs to keep in mind when programming in this Service Area:

In addition to the Baseline Programming area of Individual/Group Sports and Fitness Activities, installations should offer the following choices from each of the Four Sports and Fitness program components:

1. Team Sports: soccer, basketball and baseball plus a minimum of two locally selected

activities. 2. Individual Sports: a minimum of three locally selected activities. 3. Fitness and Health: Nutrition Counseling/Education and Health Promotion Classes/Events

plus a minimum of one locally selected activity. 4. Outreach Opportunities: Intramurals (SAC), Skill Building Clinics (CDC, SAC, Community)

and MWR Partnerships plus a minimum of one locally selected activity. Reach out to the rest of the CYP family for outreach opportunities.

Youth need the opportunity to participate in a variety of daily physical fitness activities. Activities

should benefit both their sports and fitness skill development and their overall physical well-being.

One-on-one attention should be available. Provide this support to youth who need help in learning new or advanced sports and fitness skills. Receiving undivided attention from a staff person helps all youth build competence and confidence.

Learning Activity A


Daily non-competitive physical activities should be offered to youth of all ages. These activities are important. They help youth enjoy sports and fitness for the sake of the activity and not just for competition.

Sports should not be for just the star athletes! Offering activities for non-athletic boys and girls of

all ages encourages them to develop healthy lifestyles. These activities help all youth, not just the athletes, feel they have skills in an area.

Intramural team sports for both boys and girls should be offered each week to encourage

teamwork and fairness among all youth, whether they are male or female.

Instruction and opportunities to participate in individual sports such as racquetball, golf and rollerblading should be offered. This type of programming encourages skills that youth can use throughout their lives. After all, a game like golf can be played at any age.

As you plan Sports, Fitness and Health Options, try to find ways to incorporate your own skills into this Service Area. Are there sports or fitness and health activities you are particularly skilled in or knowledgeable about? You just might introduce youth to a lifelong love of a sport or fitness activity that they never knew they would be good at or enjoy. Whatever activities you offer, you’ll help youth of all skill levels and backgrounds develop skills and healthy habits that will last a lifetime.

Go to the Skill Building Journal and complete the worksheets for Activity A in Section 14-I.3. When you are finished, return to this guide and continue on with Activity B.

What’s next?

Learning Activity B


B. Life Skills, Citizenship and Leadership Opportunities


• identify programming that supports the Life Skills, Citizenship and Leadership Opportunities Service Area.

Learning Activity

The Life Skills, Citizenship and Leadership Opportunities Service Area offers youth opportunities for learning and practicing skills they will use throughout life. Through the youth program, young people can develop decision-making and problem-solving skills. They can learn to communicate ideas and opinions and learn what it means to be a person of character. They can accept responsibility for themselves and their actions. They also learn to show concern for the well-being of others. Life Skills, Citizenship and Leadership Opportunities have a wide-reaching impact. They empower youth to support and influence their program, community and relationships with others. You will see youth’s citizenship and leadership skills at work in many areas. For example, young people might work together within the Youth Council to plan special events for other youth. Individual youth might participate in the Promise Passport program to gain community service hours. As youth participate in these opportunities, they learn important “life skills.” These include time management, how to plan an event, and the importance of accepting and following through on responsibilities. Hand-in-hand with the key concept of Life Skills, Citizenship and Leadership is the opportunity for youth to share their ideas and concerns. Sharing their opinions is a way of demonstrating citizenship and leadership. You should encourage them in this area. However, you also need to teach them the life skills they need to share their opinions appropriately. Imagine that a group of young people wants to change the hours of the Youth Center, a reasonable concern. They want to share their concerns with others, displaying citizenship and leadership. But to do so, they need an important life skill: knowing the appropriate method(s) to approach CYP leadership. Another concept that is included in Life Skills, Citizenship and Leadership is character. All program activities, but particularly those in this area, give young people a way to practice character and model their behavior for others. Listed below are key points to keep in mind when programming in this Service Area:

Program opportunities should be available in each of the Baseline Programming areas:

1. Youth Councils provide opportunities for youth to actively participate in planning and conducting youth programs and to be a voice for youth issues on the installation.

2. Youth Sponsorship provides opportunities for youth to develop, conduct and evaluate activities for peers and other youth “in transition.” Youth Sponsorship offers pre-arrival, arrival and pre-departure services to all installation youth. It also provides activities for youth transitioning between school levels.

Learning Activity B


3. Volunteer Community Service provides opportunities for youth to actively learn through service to their community. This gives them the chance to plan and implement ongoing community service programming.

4. Workforce Preparation provides program options such as entrepreneurship, job shadowing, college preparation and resume writing. These programs help youth prepare for successful entry into the workforce. The Education and Career Development module expands on career preparation.

5. Youth Technology Labs provide opportunities for youth to explore interests, enhance technology skills and research information. The Youth Technology Lab is open during youth program hours (including evenings and weekends). Technology is integrated into ongoing programs.

6. Character Education should be integrated throughout the program choices. All program choices provide an excellent opportunity to help young people learn about and model the Six Pillars of CharacterSM

3– trustworthiness, respect, responsibility, fairness, caring and citizenship. Character education helps them to make ethical decisions in all of their daily choices, not just in the big decisions they face. The Personal, Character and Leadership Development module provides additional resources on the Six Pillars of CharacterSM.

A variety of clubs and committees should be available for youth to participate in and to expand

their interpersonal, speaking and leadership skills. Local Youth of the Year programs offer opportunities. So do Torch and Keystone Clubs. The 4-H Community Club and various 4-H projects also offer endless possibilities for programming in this area.

Program choices should be offered to help youth develop skills in independent living and life

planning. BGCA’s Career Launch and the 4-H Workforce Preparation program give youth the opportunity to develop life-planning and independent living skills.

Youth Technology Labs are a Baseline Programming requirement and a key part of every Youth

Center. The 4-H Youth Technology Project and Club Tech materials from Boys & Girls Clubs of America provide program materials for the Youth Tech Lab.

As you learn more about programming in this Service Area, you will begin to see the importance of the skills youth receive from Life Skills, Citizenship and Leadership Opportunities. The impact of these skills goes beyond the Youth Center. Through these programs, youth gain the tools to lead, share their concerns with others and take a stake in their community. They gain the skills to become productive citizens, both in the military community and wherever their futures may lead them.

3 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org.

Go to the Skill Building Journal and complete the worksheets for Activity B in Section 14-I.3. When you are finished, return to this guide and continue on with Activity C.

What’s next?


Learning Activity C


C. Arts, Recreation and Leisure Activities


• identify programming that supports the Arts, Recreation and Leisure Activities Service Area.

Learning Activity

Arts, Recreation and Leisure. These programs are lots of fun for youth, but they teach important life skills as well. Activities in the Arts, Recreation and Leisure Service Area help youth acquire and enhance social skills, develop creativity, build cultural awareness and foster leisure time recreational skills. They provide youth with the opportunity to explore various cultures. They also give youth the opportunity to try many different hobbies and leisure interests. Arts, Recreation and Leisure Activities offer youth the chance to broaden their horizons through a wide variety of program possibilities. These include the fine arts such as drama and music. They also include “challenge” experiences such as ropes courses and initiative games. Somewhere in between those two extremes are social events and cultural arts as well as recreation trips (such as white water rafting) and educational tours to museums or other cultural centers. Arts, Recreation and Leisure Activities tend to be upbeat and fun. After all, camping and canoeing, interactive video games, dances, trips, and tours are just a few of the possibilities. Young people tend to be drawn to these programs because the programs are fun. Not only that, the programs make learning new skills, whether a new skateboarding technique or a complicated ballet step, interesting. They allow youth to feel safe trying new things. Listed below are key points to keep in mind when programming in this Service Area:

Program activities should be offered in the Baseline Programming area of Games and Leisure Activities. This includes a wide variety of self-directed activities. Self-directed activities are extremely important. They help youth develop decision-making and leadership skills. They also give youth the opportunity to go at their own pace and just enjoy their experience.

Activities should meet the needs and interests of youth. You can schedule all the activities that

you want. However, if they are not interesting to teens, you’ll see fewer and fewer teens in the Youth Center as the days go on. The same is true for younger youth coming to the Youth Center. If all your programming is geared for teens, that population will start going down in attendance.

Be sure to emphasize the building of lifelong leisure, recreation and social skills leading to

interests and activities that youth will enjoy the rest of their lives.

Program activities and special events should be planned and conducted to generate enthusiasm for the performing, visual and literary arts. These are important because they offer recognition opportunities for youth.

Learning Activity C


Opportunities should be available for youth to display their work and/or perform in the Youth

Center or community. How can you provide these opportunities? Through exhibits, talent shows, poetry readings, storytelling and recitals. These are just a few examples! These activities also offer the possibilities for scholarships for art and photography programs offered through Boys & Girls Clubs of America. 4-H has three projects in photography, theatre and visual arts that provide opportunities for youth to display their work and to practice public speaking through project demonstrations.

Activities should promote cross-cultural understanding and provide opportunities for exploring

diverse cultures. In these kinds of activities, youth begin to not only appreciate their own differences but also the uniqueness of others in the youth program.

One of the most important things to remember about programming in this Service Area is that there must be a variety of self-directed and age-appropriate activities available for youth. Get to know the resources on hand in the Youth Center. This way, you can pull materials out easily when creative projects really get going. At the same time, not every activity must be extremely structured. In this Service Area, it is fine for youth to sit and chat. Great conversations with friends are as much a part of Arts, Recreation and Leisure activities as the games and special events that you plan. So relax, be creative and help your youth develop lifelong skills by having fun!

Go to the Skill Building Journal and complete the worksheets for Activity C in Section 14-I.3. When you are finished, return to this guide and continue on with Activity D.

What’s next?

Learning Activity D


D. Academic Support, Mentoring and Intervention Services


• identify programming that supports the Academic Support, Mentoring and

Intervention Services Service Area.

Learning Activity

Adolescence is a time of great change. Every day brings new challenges and new adventures. Academic Support, Mentoring and Intervention Services provide access to a variety of resources to help youth and their families face these challenges. Youth also have the chance to enhance their academic and peer support skills and ensure that their relationship with schoolteachers and staff is positive. Academic Support, Mentoring and Intervention Services impact everyone. Programs range from tutoring at the Homework Center to services helping youth and families deal with “sensitive issues” such as substance abuse, personal safety and crime prevention. Academic support services are also of major importance. These services help youth have successful school experiences and positive transitions between schools. Sometimes people think of this Service Area as focusing on troubled youth and problems such as drugs, gangs and vandalism. This is a mistake. This Service Area helps all youth identify and successfully navigate through the challenges of the middle school and teen years. After all, many youth need a mentor to help them learn about potential careers. Even top students need tutoring. And even the best of families may need a support group to help them cope with unexpected adversity, such as the death of a loved one. When youth learn to identify “challenges,” whether through informal discussions or special events in this area, they are more open to intervention and other supporting services. Listed below are key points to keep in mind when programming in this Service Area:

The Homework Center should provide opportunities for youth to enhance academic skills, research information and explore educational interests. The Homework Center is open during youth program hours (including evenings and weekends), and resources are linked with the Youth Technology Lab and the schools.

Activities and resources should meet the needs and interests of both teen and middle school age

groups. If they don’t, you will see that program areas will be lightly attended. Youth will let you know what interests them and what doesn’t. You just need to ask!

Programs should be designed to support youth’s success in school. Don’t limit programming to

the Homework Center. Every program area can support school success for youth. For example, the Youth Tech Lab is a great place to research current events being discussed in school. The School Liaison Officer will be able to help with some ideas in this area.

Discussions on the importance of school should be part of the daily interactions between staff and

youth. All youth should be encouraged to succeed in school.

Learning Activity D


Activities should be offered to help youth develop writing and communication skills. Consider the art program area. Youth can make journals in the art program and then select a theme to write about for the next month. Most 4-H projects require youth to write and present what they have done in their project. This offers opportunities to enhance communication skills through public speaking and demonstrations.

Program choices should be offered to help youth develop skills in conflict resolution and resisting

peer pressure. Boys & Girls Clubs of America’s SMART Moves program offers activities that teach these life skills.

When youth need special services, referrals should be made to appropriate on- and off-post

agencies. No one agency has all the answers to a youth’s needs. Partnerships with other agencies, schools and businesses will all be invaluable resources.

Knowing the resources available that will offer Academic Support, Mentoring and Intervention Services to youth is important in your role as a Program Assistant. You might not have all the answers as challenges are presented. That’s OK. However, you should know where to find the answers. That’s the way you can help youth and their families navigate challenging times.

Go to the Skill Building Journal and complete the worksheets for Activity D in Section 14-I.3. When you are finished, return to this guide and continue on with Summarizing Your Progress.

What’s next?

Summarizing Your Progress


Summarizing Your Progress You have now completed the learning activities for this module. Whether you are an experienced Program Assistant or a new one, you have probably gained new information about the importance of the Navy Youth Program Framework. Summarizing your progress will give you a chance to analyze what you have learned. A summary sheet has been provided in the Skill Building Journal to help you do this. Your final step in this module is to complete the knowledge and competency assessments. Let your trainer know when you are ready to schedule them. After you have successfully completed both assessments, you will be ready to start a new module. Congratulations on your progress so far.

Go to the Skill Building Journal and complete Summarizing Your Progress in Section 14-I.3.

What’s next?


Section Page

Service Areas 26 Partnerships 27

14-I.4 Resources

Resources – Service Areas


Service Areas A A

NAVY YOUTH PROGRAM FRAMEWORK *Individual/Group Sports and Fitness Activities *Youth Councils Teams *Youth Sponsorship Lessons *Volunteer Community Service Skill Building Clinics *Workforce Preparation Nutrition Counseling *Youth Computer Labs Health Liaison Services * Character Education “Pick Up” Sports Special Olympics Tournaments Non-competitive Physical Activities Intramurals *Games and Leisure Activities (Open Recreation) *Homework Centers Skill Building Classes Home Alone Skills Educational Tours Mentoring and Tutoring Programs Individual and Group Lessons Conflict Resolution Skills Specialty Camps Peer Mediation/Juvenile Review Board Recreational Trips Educational Opportunities Social Events Health & Counseling Liaison Services Competitions Parent & Youth Activities Cultural Arts Community Liaison and Outreach Cyber Cafes Substance Abuse Prevention Education Snack Bars Child Abuse Protection

Baseline Programming

SPORTS, FITNESS AND HEALTH OPTIONS LIFE SKILLS, CITIZENSHIP AND LEADERSHIP

ARTS, RECREATION AND LEISURE ACTIVITIES

ACADEMIC SUPPORT, MENTORING AND

DELIVERED THRU….. CYP Programs

MWR Partnerships

Values based programming

BGCA Programs

Fleet &

NAVY YOUTH PROGRAM FRAMEWORK *Individual/Group Sports and Fitness Activities *Youth Councils Teams *Youth Sponsorship Lessons *Volunteer Community Service Skill Building Clinics *Workforce Preparation Nutrition Counseling *Youth Computer Labs Health Liaison Services * Character Education “Pick Up” Sports Special Olympics Tournaments Non-competitive Physical Activities Intramurals *Games and Leisure Activities (Open Recreation) *Homework Centers Skill Building Classes Home Alone Skills Educational Tours Mentoring and Tutoring Programs Individual and Group Lessons Conflict Resolution Skills Specialty Camps Peer Mediation/Juvenile Review Board Recreational Trips Educational Opportunities Social Events Health & Counseling Liaison Services Competitions Parent & Youth Activities Cultural Arts Community Liaison and Outreach Cyber Cafes Substance Abuse Prevention Education Snack Bars Child Abuse Protection


SPORTS, FITNESS AND HEALTH OPTIONS LIFE SKILLS, CITIZENSHIP AND LEADERSHIP


ACADEMIC SUPPORT, MENTORING AND

DELIVERED THRU….. CYP Programs

MWR Partnerships

Values based programming

BGCA Programs

Fleet &

NAVY YOUTH PROGRAM FRAMEWORK *Individual/Group Sports and Fitness Activities *Youth Councils Teams *Youth Sponsorship Lessons *Volunteer Community Service Skill Building Clinics *Workforce Preparation Nutrition Counseling *Youth Computer Labs Health Liaison Services * Character Education “Pick Up” Sports Special Olympics Tournaments Non-competitive Physical Activities Intramurals

LIFE SKILLS, CITIZENSHIP AND LEADERSHIP OPPORTUNITIES

SPORTS, FITNESS AND HEALTH OPTIONS


*Games and Leisure Activities (Open Recreation) *Homework Centers Skill Building Classes Home Alone Skills Educational Tours Mentoring and Tutoring Programs Individual and Group Lessons Conflict Resolution Skills Specialty Camps Peer Mediation/Juvenile Review Board Recreational Trips Educational Opportunities Social Events Health & Counseling Liaison Services Competitions Parent & Youth Activities Cultural Arts Community Liaison and Outreach Cyber Cafes Substance Abuse Prevention Education

ACADEMIC SUPPORT, MENTORING AND INTERVENTION SERVICES


Snack Bars Child Abuse Protection

DELIVERED THRU….. Values based programming

BGCA Programs

Fleet & Family Readiness

CYP Programs

MWR Partnerships

Resources – Partnerships


PARTNERSHIPS

Partnerships

Partnerships

4-H Community Clubs & Selected Projects/Groups

Supporting the Navy Youth Program Framework

4-H Community Club 4-H Community Club - Various Project Choices - Youth Technology Project/Group (Includes choices such as Health, Nutrition (Provides youth opportunities to gain skills in and other related projects) computers and related technology

- Citizenship Project/Group (Community Service) (Provides opportunities for youth to focus on in- depth citizenship/community service activities) - Additional Project Choices

Education, Workforce Preparation, Environment and (Includes choices such as Leadership, Character

Life Skills, Citizenship and Leadership Opportunities

Sports, Fitness and Health Options

Other related projects that support life skills

development) 4-H Community Club - Fine Arts Project/Group (Encourages creative expression through use of various visual media and through theater and other performing arts) 4-H Community Club - Photography Project/Group -Various Project Choices (Encourages youth to learn about and (includes choices such as Conflict Resolution, practice photography) Alone Safety, Substance Abuse Prevention and - Additional Project Choices other related projects and programs) (Includes choices such as Recreation, Horticulture and other projects that support leisure interests of youth)

Academic support, Mentoring and Intervention Services

Arts, Recreation and Leisure Activities



PARTNERSHIPS

BOYS & GIRLS CLUBS OF AMERICA Programs and Materials

Supporting the Navy Youth Program Framework

Triple Play (Health & Fitness) Youth of the Year Teen Sports Clubs TORCH and Keystone Clubs Fitness Authority Cavity – Free Zone Kids in Control Netsmartz

Life Skills, Citizenship and Leadership Opportunities Sports, Fitness and Health Options

Fine Arts Exhibit Program SMART Moves: SMART kids, SMART Girls National Photography Contest Project Learn Digital Arts Suite and Festivals Power Hour Ultimate Journey (environmental education) Job Ready Career Launch Skill Tech Money Matters

Academic Support, Mentoring and Intervention Services Arts, Recreation and Leisure Activities

Youth Staff Training Program i Module 14: Programming - Part I€¦ · B. Life Skills, Citizenship...

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